Showing posts with label research. Show all posts
Showing posts with label research. Show all posts

Monday, 25 November 2019

Do we actually grow from adversity?

a ost by Eranda Jayawickreme and Frank J. Infurna for the Big Think blog

"That which does not kill us, makes us stronger"?


How much people believe they’ve changed often isn’t associated with how much they’ve actually changed. frankie's/Shutterstock.com

In our culture, there's this idea that enduring a tragedy can be good for your personal growth. You'll have a newfound appreciation for life.

You'll be grateful for your friends and family. You'll learn from the experience. You'll become more resilient.

This theme appears in media coverage, time and again, in the wake of natural disasters and terrorist attacks.

But what does the science say?

Is there actually value in pain and suffering? Was philosopher Frederich Nietzsche onto something when he said, “That which does not kill us, makes us stronger"?

A powerful narrative

As psychologists, we've been studying this question for the better part of the last decade.

We're not the first to grapple with these questions. Psychologists Richard Tedeschi and Lawrence Calhoun have written about how, after experiencing loss or trauma, people reported feeling a greater appreciation for life, closer to their friends and family, stronger, more spiritual and more inspired. They dubbed this phenomenon “post-traumatic growth."

The appeal of this finding is obvious. It shows there's a silver lining to tragedy. It's also consistent with the biblical theme of redemption, which says that all pain and suffering will ultimately lead to freedom.

This article is republished from The Conversation under a Creative Commons license. Read the original article.


Wednesday, 13 November 2019

Sure, my neighbour Joe knows best 

an article by Karoliina Knuuti for ELM Magazine Theme Issue: Adult Education and Megatrends 3/2019


In an age emphasising the freedom of the individual, from all the available information people select what supports their own prejudices. In the science community, this phenomenon is called cherry-picking. Picture: Unsplash.

An increasingly vocal section of Europeans believe in themselves or their neighbour more than they do researchers. Why does talking from experience outdo scientific knowledge?

First the good news: in Europe the faith of citizens in the scientist continues to be very good. We perhaps doubt politicians but not scientists.

Now the bad news: an increasingly vocal section of population throughout Europe believes more in their own experience or that of their neighbour than in experts or researched knowledge.

In discussing science, a split into different camps is evident. There are climate sceptics and vaccine critics. Creationists question the theory of evolution. Smear campaigns are being targeted at scientists, the aim of which is to eat into their credibility.

Stridency and confrontation reflect the current culture of discussion.

The rules of persuasion and assertion have changed

In his classic work, Rhetoric, Aristotle named three factors that form the foundation of all speech and persuasion. They are ethos, logos and pathos, in other words the credibility, reasoning and emotions of the speaker.

Continue reading


Tuesday, 14 August 2018

Can smart tech create smart homes for older people?

an article by Tristan Parker for E-Access Bulletin

The phrase ‘smart homes’ may bring to mind images from science fiction, and thoughts of robots vacuuming and cooking for their human masters, but the reality is far simpler and within reach – and it could save the NHS and social care services millions of pounds per year.

Smart home technology is, in fact, already being used (the Amazon Echo, for example) and will only keep on growing in popularity. But its use and the types of technologies need to be assessed and accelerated in order to address a crucial and often-overlooked issue: care for the elderly.

A report from the Institution of Mechanical Engineers, ‘Healthy Homes: Accommodating an Ageing Population’ (PDF 27pp), explores how home technology can benefit older people and allow them to stay healthy and independent, remaining in their homes for longer and therefore taking pressure off care services.

Continue reading


Monday, 16 July 2018

Improve online booking to make live music events disability-friendly, says report

an article published in the E-ACCESS BULLETIN

A survey has found that 79% of people with disabilities have been put off buying live music tickets due to problems with booking access requirements, and 73% have felt discriminated against when booking, with many of the issues related to problematic websites and online booking systems.

The findings are taken from the State of Access Report 2018, published by the Attitude is Everything charity. The report examines the process of ‘access booking’ for live music events, defined as booking ‘reasonable adjustments’ or access requirements alongside tickets. This could include wheelchair accessible spaces, step-free seats, or additional tickets for a ‘personal assistant’ to attend a show and provide support.

Continue reading this article

or

Find out more about State of Access 2018 and read the report in full, in PDF or text, at the Attitude is Everything website.


Wednesday, 22 November 2017

Researchers say you might as well be your own therapist

a post by Olivia Goldhill in Quartz with grateful thanks to 3 Quarks Daily

therapy_apps
Self-help really can help (AP Photo/Bob Wands)

Seeking out the perfect therapist can feel as significant and difficult as finding a romantic partner. A study on the effectiveness of trained therapists versus self-help treatment, though, suggests that therapists are not as important as they seem.

A meta-analyses of 15 studies, published in this month’s volume of Administration and Policy in Mental Health and Mental Health Services Research, found no significant difference in the treatment outcomes for patients who saw a therapist and those who followed a self-help book or online program.

The researchers, led by Robert King, psychology professor at Queensland University of Technology in Australia, evaluated the outcomes of 723 patients who were treated for a variety of mental health conditions, including anxiety, PTSD, OCD, and depression.

Continue reading

Of course in the UK you get what you are given (or not as the case might be) unless you are willing and able to pay but the ideas here may help when waiting for help. H.

Thursday, 23 February 2017

The embodiment of knowledge: universities as engines of growth

an article by Reinhilde Veugelers (Katholieke Universiteit Leuven, Belgium) published in Oxford Review of Economic Policy Volume 32 Issue 4 (Winter 2016)

Abstract

As universities open themselves up to the marketplace for knowledge and ideas to a greater degree than in the past, debates over university missions has been common.

How can universities match their third mission, contribution to society, with their main missions of education and curiosity-driven basic research to achieve their full growth potential?

This will require a change in policy attention from targeting university patenting and faculty spin-offs, to taking a broader view on universities’ contribution to economic development, including other pathways, most notably collaborative modes and mobility of trained human capital from academe to industry.


Wednesday, 18 January 2017

‘You can’t move in Hackney without bumping into an anthropologist’: why certain places attract research attention

an article by Sarah Neal (University of Surrey, UK) Giles Mohan and Allan Cochrane (Open University, UK) and Katy Bennett (University of Leicester, UK) published in Qualitative Research Volume 16 Number 5 (2016)

Abstract

In social research some places and populations are disproportionately targeted by researchers. While relatively little work exists on the concept of over-research those accounts that do exist tend to focus on participant-based research relationships and not place-based research relationships.

Using interdisciplinary approaches and fieldwork experiences from a recently completed qualitative study of urban multiculture in England we develop the over-research debates in three key ways.

First, the notion of ‘over-research’ carries negative connotations and we reflect on these as well as the possibility of more nuanced readings of research encounters.

Second, we develop a more relational analysis, in which place – the London Borough of Hackney – is understood to be an animating force in the research process.

Third, we argue that our experiences of the research provide evidence that many of the participants in the project were adept and confident in their engagements with the research process.

In this way, the article suggests, disproportionate research attention may foster not research fatigue but a more knowing and co-productive research relationship.

Full text (PDF)


Thursday, 30 May 2013

Transition From School to Work: Where Are We and Where Do We Need to Go?

an article by Paul Wehman (Virginia Commonwealth University, Richmond, USA) published in Career Development and Transition for Exceptional Individuals Volume 36 Number 1 (May 2013)

Abstract

As children become teenagers and move into early adulthood, there are many transitions they face.

For young people with disabilities, this is no different except that there are invariably additional complex challenges that must be overcome.

Evidence-based research is the foundation for best transition practices, but too many studies seem abstract, distant, and far removed from their classroom or school world.

This article seeks to overcome the abstract by describing evidence-based transition research and recent findings. Teachers’ classroom needs are highlighted with special emphasis on how research can be useful for them on a day-to-day basis.

Finally, we highlight six guidelines for helping implement best practices in transition.


Thursday, 4 October 2012

Wikipedia: Reflections on Use and Acceptance in Academic Environments

an article by Brian Whalley (University of Sheffield) published in Ariadne Issue 69 (July 2012)

In the light of a workshop run by the Geological Society of London and Wikimedia UK, Brian Whalley reflects on the attitudes and practice of academia in respect of present-day Wikipedia content.

Full text (HTML)


Thursday, 13 September 2012

Work and the welfare system: a survey of benefits and tax credits recipients

a research report (DWP RR 800) by Trinh Tu and Steven Ginnis (Ipsos MORI on behalf of the Department for Work and Pensions)

This quantitative research looked at the views and attitudes to work, budgeting and internet use among a representative sample of benefit units receiving working age benefits and tax credits who would be impacted by the transition to Universal Credit. The survey fieldwork took place between June and August 2011 and involved 5,529 individuals in 4,315 households (including 1,249 interviews with the partners of main claimants). The sample was randomly selected from Department for Work and Pensions (DWP) and Her Majesty’s Revenue and Customs (HMRC) claimant databases and covered Great Britain.

The research was commissioned to help DWP implement Universal Credit by providing detailed information on views and attitudes to work, internet use and budgeting skills among a representative sample of claimants who would be impacted by the transition to Universal Credit. These topics were chosen because work-related requirements will be extended under Universal Credit, and will depend on the particular circumstances of individual claimants. Also, Universal Credit will be paid as a single, monthly household payment and claims will be made online.

The survey has identified a range of distinct attitudes to work and the Department will use this information to help improve and target our services to help Universal Credit claimants increase their work readiness and/or levels of work. The results show that 78% of those surveyed already use the internet – we will use the findings to inform our approach to encouraging and supporting claimants to use the online service. The findings also indicate that most respondents would be comfortable moving to a single, household payment. The concept of a monthly payment causes more concern, but we want to help claimants to manage their finances in preparation for taking on (more) work. We will use the findings to inform our approach to promoting financial capability and to develop appropriate and tailored support for extremely vulnerable claimants.

The research will also inform communications surrounding transition to Universal Credit and the development of appropriate strategies for differently affected customer groups.

ISBN 978-1-908523-67-9

Read summary (PDF 2pp) Note: this is a separate document which appears to be replacing the previously published Research Briefs

Read full report (PDF 90pp)

Technical report (PDF 95pp)


Friday, 6 January 2012

Information literacy in United Kingdom schools

an article by David Streatfield, Sue Shaper, Sharon Markless and Simon Rae-Scott published in JIL: Journal of Information Literacy Volume 5 Number 2 (2011)

Abstract

This paper reviews the evolution of information skills and information literacy (IL) work and associated research in UK schools over the past thirty years as reflected in the literature. A brief report is then offered of a recent small study of library-based IL work in primary schools in England, using structured focus groups of teachers and library assistants and telephone interviews with Heads.

The remainder of the paper reports on the IL aspects of the first major surveys of UK post-primary school libraries and what librarians do for more than twenty years. It draws on an activity survey of library staff in 1,044 schools in the UK, conducted through a combination of peer interviews with an e-survey, across a range of post-primary schools. A set of questions was asked about the preferred term used in the school for IL, the extent of learning support by library staff, and the distribution of IL efforts across student years. These replies were then compared with responses about management supervision and about librarian-generated planning to show that these are both influencing factors in IL work. Further questions were asked about the types of IL work undertaken by library staff – from supporting IL efforts of teachers to conducting lessons in the library or classroom and preparing guidance for students. Respondents then identified the phases of the IL cycle on which they concentrated their efforts and the main activities which they engaged in when collaborating with teachers. In presenting the results, comparisons are made between replies from professionally-qualified librarians and other categories of respondent.

Three models of IL intervention in schools are then presented, drawing upon activity descriptions contributed by survey respondents (including those interviewed). These are characterised as:
• Sporadic opportunism
• Systematic development
• Strategic orchestration

A brief comment is made on the limitations of the survey and some conclusions are offered, relating to the growing gap between ‘the best and the rest’, the implications of declining school library budgets at all levels, and the difference that a professionally-qualified school librarian can make to IL work in the school.

Full Text (PDF 22pp)


Wednesday, 23 December 2009

Re-Evaluating Road-Crossing: ...

The Chicken Was Pushed – a short guide to writing a research paper

Writing Research Papers via Stepcase Lifehack by Art Carden
No matter where you are in your intellectual journey, the ability to assemble and analyse large amounts of complex information is a skill that can pay large dividends both in monetary terms and in terms of your overall satisfaction with life.

Abstract
The Abstract is usually 100-150 words long. The abstract tells the reader what you have done and why it is important. Your abstract tells the reader what you do, how you do it, and what it implies. Here, you’re saying the chicken was pushed, that you demonstrate this statistically or anecdotally, and that it implies we have to re-evaluate our understanding of chicken road-crossings.
I. Introduction
The introduction sets the stage for your analysis. You tell the audience what you are doing and why it is important. An introduction here would say that previous generations of scholars believed that the chicken crossed the road to get to the other side. Your paper shows that the chicken was pushed. In the introduction, you give a brief outline of the argument and the evidence used to support it. As much fun as it is to write long, twisting narratives filled with subtlety and nuance, it is important to remember that a research paper on a technical topic is not a mystery novel. Your readers are not reading for leisure. They are reading because they think your ideas are worth considering and factoring into their own research and decisions.
II. Literature Review
The literature review places your research in context. You aren’t the first person to ask why the chicken crossed the road. What questions do previous researchers ask? What questions remain unanswered? How does your idea fit? In this case, previous scholars have also argued that the turtle crossed the road “to get to the Shell station”. Is this relevant for your research? Why or why not? As tempting as it is, don't include too much in the literature review. The literature review is a place to highlight relevant contributions that address the question you are asking and to show how your contribution either fills gaps in our knowledge by answering questions we haven’t answered yet or creates gaps in our knowledge by showing that something we thought we knew is false. What does the reader take from the literature review? Is it a sense of the important questions that others have asked and how your research helps answer them? Or does the reader just come away with the knowledge that you've read a lot of stuff? Revise the latter until it becomes the former.
III. Theory
Your theory lays out the logical reasons for why we might believe your hypothesis to be true. It also explains why other hypotheses are unlikely to be true. Road-crossing is dangerous, and people have never explained what was on the other side that would have made it more attractive to the chicken. We can’t rule out the hypothesis that the chicken was pushed, and there are a lot of plausible conditions under which this might be the best explanation.
IV. Evidence
Here you report and explain the evidence you will use to verify that the chicken was pushed. Evidence can be statistical, anecdotal, narrative, or descriptive. Remember that not all good evidence is statistical, and not all statistical evidence is good. Perhaps you can show that chicken road-crossings are correlated with something, or maybe you find the chicken’s personal papers in which he, in a diary and a series of letters, accuses the cow of pushing him into the road.
V. Conclusion
The conclusion summarises your results and lays out very carefully exactly what needs to be done next. It is likely that your conclusion will be tentative. However, a well-written conclusion will elucidate the next steps that need to be taken before we can be absolutely certain as to whether the chicken crossed the road of his own volition or whether he was pushed.

Art Carden is Assistant Professor of Economics and Business at Rhodes College in Memphis, Tennessee and an Adjunct Fellow with the Oakland, California-based Independent Institute.
His research papers have been published or are forthcoming in Public Choice, Contemporary Economic Policy, the International Journal of Social Economics, the Business and Society Review, the Journal of Interdisciplinary Studies, the Review of Austrian Economics, and other outlets, and they can be found on his SSRN Author Page.
His commentaries appear regularly at http://www.mises.org/ and in newspapers around the country, and he is a regular contributor to Division of Labour.
He and his wife, Shannon, had their first child in July, 2008.


Thursday, 3 May 2007

Review in Freepint: Research Methods in Information by Alison Jane Pickard

The Facet Publishing blog said recently:

"Just spotted, in the latest edition of FreePint, an excellent review of Alison Jane Pickard's, Research Methods in Information. This book successfully covers the key angles, themes and topics that you would expect and hope to see in a research text for people working or researching in information environments. It is an ideal size, accessible and nice to read. The author's enthusiasm for and knowledge of research is evident, not only by her credentials but by the very nature of the book itself. I am certainly pleased to have it in my collection."

What the author of the blog omitted to say was that this book is published by Facet Publishing - so s/he is not likely to point you to a bad review of the book! Not that I could find one - nor indeed a mediocre or another good one. Maybe it's simply not "hit" the reviewers yet. The blurb on the Facet website is, of course, positive whilst, in true information management style, remaining largely hype free.

It's not yet in my local public library system and at £39.95 (£31.95 for CILIP members) I'd find it difficult to justify purchase to the company directors!

Paperback; February 2007; 336pp; ISBN-10: 1-85604-545-5; ISBN-13: 978-1-85604-545-2